A comparative study of two way bilingual immersion and sheltered English immersion programs
In California, school districts must provide appropriate programs to ensure that English learners acquire full proficiency in English as rapidly and effectively as possible and attain parity with native speakers of English. Districts must also ensure that English learners achieve the same rigorous grade level academic standards that are expected of all students. Districts have provided Two Way Bilingual Immersion (TWBI) or Sheltered English Immersion (SEI) classes to assist English learners in the acquisition of English proficiency. The purpose of the present study was to determine whether there was a significant difference in English language arts achievement between high school Reclassified Fluent English Proficient (RFEP) students who were enrolled in TWBI classes in elementary school and high school RFEP students who were enrolled in SEI classes in elementary school. The data selected for analysis were limited to thirty-two (32) tenth grade students who were enrolled in a TWBI program and sixty-five (65) tenth grade students who were enrolled in SEI classes in elementary school. The treatment group attended a TWBI program that had implemented the 50/50 model. The control group participated in SEI classes. The results from t-tests suggested no significant difference in the CELDT and CST scores in English language arts between the two groups of students.